ACTIONS
- Protect and safeguard cultural and natural heritage
- Learning and educational opportunities
- Cultural participation/social inclusion
- Sustainable tourism
- Support research
- Employment (recruiting, training, safety)
- Energy consumption, greenhouse gas emissions
- Waste management and reduction
- Transport (forms of, energy use)
- Commercial activities including copyright and IP
- Governance and management
- Security, disaster preparedness, risk reduction
- External partnerships and collaborations
- Toolkit/framework/roadmap
- Case studies
Education for Sustainable Development and the Toitū te Ao carving
Intended Audience
Teachers and other educators
- NZ Curriculum Online, Ministry of Education
“Sustainability is a critical issue for New Zealand – environmentally, economically, culturally, politically, and socially. We need to learn how to live smarter to reduce our impact on the environment for future generations.” (About)
“The carving explores the interdependence and interconnectedness of people and the environment which includes the social/cultural, political, economic, and environmental perspectives of sustainability. It has been created as a visual metaphor representing a Māori world view of education for sustainability.
A range of effective teaching and learning approaches are represented that promote a change in thinking, and develop students’ and teachers’ action competence for sustainability. Images that can be interpreted as symbols for co-operation, inquiry, and experiential learning are part of the Toitū te Ao.
Teachers may choose to share these processes with students and invite them to consider what part of a particular process they are currently working at in their learning.” (Toitū te Ao carving)
Avaiable in
- English
- Māori
SDGs LINKAGES
The resource is a good example of how cultural heritage can be used and created to promote sustainable development. This contributes to a number of SDG targets, including SDG 11.4 (strengthen efforts to protect and safeguard cultural and natural heritage), 4.4 (staff skills) in terms of using cultural heritage materials to explore sustainable development themes, educational targets including 4.7 (Education for Sustainable Development, including appreciation of cultural diversity and of culture’s contribution to sustainable development), 12.8 (information and knowledge on sustainable development and lifestyles in harmony with nature) and 13.3 (education and awareness about climate change). Ensuring education draws on cultural heritage can support SDG 4.5 (eliminate barriers in education) and 10.2 (promote universal social, economic and political inclusion).
Click on the SDG Target to discover Our Collections Matter indicators
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Our Collections Matter indicators:
- Number of young people and adults in skills-development activities and programmes drawing on collections, for employment, decent jobs and entrepreneurship.
- Increase in number of young people and adults in such programmes.
- Number and proportion of staff who have received training in the last year, to better support their contribution to the SDGs.
- Programs and processes in place to ensure the availability of a skilled workforce.
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Our Collections Matter indicators:
- Number of educational and/or training programmes drawing on collections directed to eliminate gender disparities in education.
- Number of educational and/or training programmes drawing on collections directed to meet the particular needs of persons with disabilities.
- Number of educational and/or training programmes drawing on collections directed to meet the particular needs of Indigenous peoples’ groups.
- Number of educational and/or training programmes drawing on collections directed to meet the particular needs of children in vulnerable situations.
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Our Collections Matter indicators:
- Numbers of people in each type of programme drawing on collections from different demographic groups.
- Increases in numbers of people in each type of programme from different demographic groups.
- Proportion of people involved in such programmes in relation to overall audience size.
- Evidence that learners have acquired knowledge and skills to promote sustainable development.
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Our Collections Matter indicators:
- Collections development to ensure that collections effectively meet the needs of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- Number and proportion of educational and participatory programmes that promote participation irrespective of social or other status.
- Numbers and proportions of people making use of collections in relation to the demographic of the local population.
- Numbers and proportions of people involved in focused programmes aimed at promoting social, economic and political inclusion.
- Numbers and proportions of people from different demographic groups involved in decision-making processes relating to collections and collections-based institutions.
- Number and types of partnerships that build relationships with marginalized groups, individuals and communities.
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Our Collections Matter indicators:
- Total expenditure (public and private) per capita spent on the preservation, protection and conservation of all cultural and natural heritage, by type of heritage.
- Plans, policies and procedures in place for the safe use of collections for a variety of purposes, protecting and safeguarding both collections and those who use them.
- Plans, policies and procedures in place for the identification, safeguarding and protection of cultural and natural heritage at risk.
- Collecting programmes in place to protect, safeguard and make use of cultural and natural heritage, addressing the needs of communities and stakeholders, and ensuring that collections can be an effective resource for sustainable development.
- Number and diversity of educational, awareness-raising, research programmes, and partnerships that aim to strengthen protection of cultural and natural heritage.
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Our Collections Matter indicators:
- Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
- Extent to which global citizenship education and education for sustainable development (including climate change education) are mainstreamed in formal, informal and non-formal education programmes and activities drawing on and related to collections.
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Our Collections Matter indicators:
- Plans in place to enhance positive contributions to addressing climate change through use of collections. Plans in place to ensure collections, collections institutions and broader society can adapt effectively to climate change.
- Plans in place for effective education and awareness raising on climate change mitigation, adaptation, impact reduction and early warning.
- Plans in place to reduce negative contributions of collections-related functions, e.g. measuring greenhouse emissions with plans and targets in place to reduce them.